Innovation in Language Learning

This study explores the role of Duolingo (DL) as a supplementary tool in formal German language instruction for beginners at tertiary institutions in New Zealand and Sweden. Specifically, it investigates how learners' motivation, engagement, and perceptions of language proficiency are influenced by using Duolingo in their German language learning experience. Two groups of students (A1, CEFR) participated: 19 students in New Zealand and 20 students in Sweden. The study compares their attitudes toward Duolingo as a non-formal learning tool integrated into formal language courses

The theoretical framework is grounded in Self-Determination Theory [1,2], which focuses on autonomous motivation—the intrinsic desire to learn an L2 because the learner finds it enjoyable and rewarding. This framework is also informed by mobile learning theory, as mobile technologies such as  Duolingo can motivate frequent, informal learning opportunities rather than deep, formal learning [2].  Additionally, socio-cultural theory [3] is used to explore how Duolingo’s adaptive learning features and gamification elements foster learner engagement, autonomy, and progression.

The research employs both quantitative (survey with Likert scale questions) and qualitative (thematic analysis of open-ended responses) methods. A survey with was administered in early 2025 via Google Forms. The findings reveal distinct differences in students’ perceptions of Duolingo, with Swedish learners demonstrating a more positive attitude toward the tool compared to their New Zealand counterparts. Both groups of students perceive Duolingo as a valuable tool for enhancing listening (71% agreed) and reading (92% agreed) comprehension. Additionally, the gamified features of Duolingo were highly motivational, with 86% of students agreeing. The study highlights Duolingo’s potential as an effective supplementary tool for language learning while identifying the need for further research into its long-term impact on language proficiency, retention, and broader educational contexts.

Keywords: Duolingo, language learning, motivation, engagement, Self-Determination Theory, gamification, German as a foreign language.

1] Ryan, R. M. & Deci, E. L. (2017). Self-determination theory. Basic psychological needs in motivation. Guilford Press.

[2] Ushioda, E. (2013). Motivation matters in mobile language learning: A brief commentary. Language Learning & Technology, 17(3), 1–5.

[3] Lantolf, J. & Thorne, S. (2007). Sociocultural theory and second language learning. In Theories in second language acquisition (pp. 201–224). Lawrence Erlbaum.